2088 - THE FUTURE OF THE PSYCHOLOGICAL PROFESSION IN ITALY: THE FUPPSY PROJECT

Session: D17S004 - Training, Regulation & Professional Standards
AUTHORS:
Petruzziello Gerardo (University of Bologna ~ Bologna ~ Italy) , Bruno Andreina (University of Genoa ~ Genoa ~ Italy) , Chiesa Rita (University of Bologna ~ Bologna ~ Italy) , Colombo Lara (University of Turin ~ Turin ~ Italy) , Consiglio Chiara (University of Rome - La Sapienza ~ Rome ~ Italy) , Gattino Silvia (University of Turin ~ Turin ~ Italy) , Giancaspro Maria Luisa (Pegaso University ~ Naples ~ Italy) , Ingusci Emanuela (University of Salento ~ Lecce ~ Italy) , Lo Presti Alessandro (University of Campania ~ Caserta ~ Italy) , Manuti Amelia (University of Bari ~ Bari ~ Italy) , Pace Francesco (University of Palermo ~ Palermo ~ Italy) , Panari Chiara (University of Parma ~ Parma ~ Italy) , Ripamonti Silvio (Università Cattolica del Sacro Cuore ~ Milan ~ Italy) , Sciotto Giulia (University of Palermo ~ Palermo ~ Italy) , Vecchio Luca (University of Milano-Bicocca ~ Milan ~ Italy) , Vignoli Michela (University of Trento ~ Trento ~ Italy) , Di Nuovo Santo (Università di Catania ~ Catania ~ Italy) , Magnano Paola (Kore University of Enna ~ Enna ~ Italy)
Abstract text:
Introduction.


Starting from the academic year 2023/2024, Master's Degree programmes in Psychology in Italy were reformed to directly qualify graduates for professional practice upon graduation, without a post-degree examination. A key innovation was also the introduction of a mandatory internship (i.e., the Practical Evaluation Internships, or TPVs), to be completed before graduation as a requirement for professional qualification. In this scenario, the MeMos research group of the Italian Psychological Association developed a research project to investigate the impact of this reform on the training for the psychological profession and the career development of future psychologists.


Objectives.
This ongoing project aims to explore the evolution of key career-related resources and personal characteristics of psychology students throughout their academic path within the reformed programmes. In addition, it examines the experience and impact of the new TPVs.


Method.
As of October 2023, the longitudinal design has involved master's degree students from 12 Italian Universities (representing the first cohort of students enrolled in the new programme). Participants are invited to complete an online questionnaire at three time points (T1 = From October 2023; T2 = From April 2025; T3 = From November 2026). Psychometric scales and open-ended questions are used to assess career resources and competences, as well as the experience of the TPVs. A second cohort has been involved since October 2025.


Results.
As the project is still ongoing, preliminary findings are expected in the coming months.


Limitations.
The self-report approach may constrain a comprehensive understanding of the students' experience within the reformed master's degree programmes.
Implications. This project's findings will provide meaningful insights into how psychology students navigate the new master's degree structure. Such evidence can inform universities, professional associations, policymakers, and other stakeholders on strategies to enhance training and support the career development of future psychologists within this reformed educational framework.